MOAPC Logic Model Development Guide and Template
MOAPC Logic Model Development Guide
Logic Model Template
Problem identified by BSAS:
Local manifestation of the problem:
Outcomes
Intervening
Variable
Strategy
Target Group
Outputs
ShortTerm
Intermediate
Long-Term
Logic Model Example
Problem identified by BSAS: Misuse/abuse of opioids and unintentional deaths/non-fatal
hospital events associated with opioid poisoning.
Local manifestation of the problem: 10% of local high school students in grades 9–12
report past 30 day misuse of prescription opioids.
Intervening
Strategy
Variables
Low
perception of
harm/risk of
misuse of
prescription
opioids
among 9th–
12th-graders.
Rx opioid
prevention
curriculum
infusion in
all high
school
wellness
classes
Target
Group
All 9th–
12th grade
students
attending
Smithtown
high
school.
Outcomes
Outputs
ShortTerm
Number of
teachers
trained to
deliver the
curriculum
Significant
pre-post
increase in
knowledge
of effects of
Rx opioids
on the body
among
9th–12thgraders
exposed to
curriculum.
Number of
sessions
Across the delivered
Cluster
per
classroom
Number of
students
reached.
Intermediate
Long-Term
Significant prepost increase in
perception of
harm/risk of
misuse of
prescription
opioids among
9th–12thgraders exposed
to the
curriculum.
Decrease in the % of 9th–
12th grade students who
report past 30 day misuse of
prescription opioids.

Complete a logic model sheet for each problem identified.

Include additional rows for each intervening variable being targeted.
Appendix 6 – p. 1 of 4
1
Problem identified by BSAS:
Local manifestation of the problem:
Outcomes
Intervening
Variable
Strategy
Target Group
Outputs
ShortTerm
Intermediate
Long-Term
Part 1: Problem Identified by BSAS
This is taken from the RFR for each BSAS initiative. It describes why BSAS has made these grant
dollars available.
Example:

Misuse/abuse of opioids and unintentional deaths/non-fatal hospital events associated
with opioid poisoning.
Part 2: Local Manifestation of the Problem
In this section, define the extent of the problem in the local community (quantitative or
qualitative).
Example:

10% of local high school students in grades 9-12 report past 30 day misuse of prescription
opioids.
Part 3: Intervening Variable
These are the biological, social, environmental, and economic factors that research has shown to
be related to substance use and consequences of use. This category subsumes but is not limited
to risk and protective factors.
Example:

Low perception of harm/risk of misuse of prescription opioids among 9–12th-graders.
Part 4: Strategy (or Intervention)
These are the programs, policies, and/or practices to reduce use and/or consequences of use.
Expected to affect intervening variable, which affects outcomes. It is likely that multiple
strategies will be used to address each intervening variable.
Example:

Rx opioid prevention curriculum infusion in all high school wellness classes
Appendix 6 – p. 2 of 4
2
Problem identified by BSAS:
Local manifestation of the problem:
Outcomes
Intervening
Variable
Strategy
Target Group
Outputs
ShortTerm
Intermediate
Long-Term
Part 5: Target Group
This refers to the immediate audience for each strategy. Please also specify whether this group is
specific to the entire area/cluster or specific communities.
Example:

All 9th–12th grade students attending Smithtown high school across the entire cluster.
Part 6: Outputs
This measures the extent to which strategies are being implemented as planned (e.g., head
counts of individuals participating in a program, estimated views of a prevention billboard).
Examples:

Number of teachers trained to deliver the curriculum; Number of sessions delivered per
classroom; Number of students reached.
Part 7: Short-Term Outcomes
These are the immediate effects of a program; they often focus on the knowledge, attitudes, and
skills gained by a target audience.
Example:

Significant pre-post increase in knowledge of effects of Rx opioids on the body among 9th–
12th-graders exposed to curriculum.
Part 8: Intermediate Outcomes
These are the changes in behaviors, norms, and/or policies, often expressed as changes in the
intervening variable.
Example:

Significant pre-post increase in perception of harm/risk of misuse of prescription opioids
among 9-12th graders exposed to the curriculum.
Part 9: Long-Term Outcomes
These are the ultimate goals of the program, which often take time to achieve.
Appendix 6 – p. 3 of 4
3
Example:

Decrease in the % of 9th–12th grade students who report past 30 day misuse of
prescription opioids.
Additional Notes
 This Logic Model should cover the period from July 1, 2014, to June 30, 2015 (State Fiscal
Year).
 You will be required to update your Logic Model annually.
Blank Logic Model
Problem identified by BSAS:
Local manifestation of the problem:
Intervening
Strategy
Variables
Target
Group
Outcomes
Outputs
ShortTerm
Intermediate
Long-Term